RAC 2019-06-06
RAC 2019-06-06
- SCSL norms on code sharing
- How do you know? (Grounding)
- Removing non-semantic content (but which is contextually important) might be missing the point
(Though people might just be mining likes)
“Networking residues”
FEEDBACK ON MY PRESENTATION
Overall: We want more context Context on what the app is Context on the broader research agenda.
Why storytelling? Why stories? -> I need to introduce at least a bit about how figured worlds combine views on literacy…
Why debugging? Most writing instruction (and most critical literacies) is focused on production; here, I’m looking at moments when stories break. It’s more process-oriented. And it’s when the real connections to infrastructure come in. A focus on debugging means I’m interested in particular moments when production pauses.
Yasmin: DEbugging is not a computational practice. It’s a collection of computational practices—iteration is. -> I don’t agree. But check it out in current framings.
Show the Unfold Studio features! Show examples of stories Show prewriting in the form of story graph, so that they’re ready for the summative assessment. Show what it looks like to write a story and read a story Show what errors look like (zoom in on a case study) —> This is a chance to preview dissertation research! (Maybe I could use the puppy story? What does debugging in stories look like? -> Show diffs?
The table—is it layering in two different kinds of things? Couldn’t there be different kinds of edits that also result in successful or unsuccessful debugging? -> Response: Not really. You’re not going to break your story on a text edit…
A desire for more context—who did I work with? Equity in terms of gender, sexuality. But tons of privilege.
Come back to equity at the end. What can we say about it? How has it moved the research forward? These stories were collected in this context. What is the relevance for other contexts? -> My answer is that equitable CS is not something empowering that will be brought in from the outside. It is to be build locally.
In discussing the limitations of this study (which maybe I can do at the end), I can go to future work by provoking myself. Thus a slide previewing the dissertation, which goes to Cedar Rapids.
Return to debugging in the discussion.
What is a literacy practice? More generally, what is literacies? Yasmin: “If you want to start with literacy, you need to start at the top.”
In the transition diagrams, highlight what matters; help people understand the point. Justice: Maybe start with the simple diagram.
Perhaps the conjecture mapping goes to the end?
I think my revision plan is to start with CT, the need for both assessing rigorously CT, and having a situated critical stance, then introduce the broader research agenda (including bridging learning sciences and literacies), emphasizing the connection between the CT and the critical questions, then zoom in to show how I think Unfold Studio is promising in this space. That’s where I need some background just on Unfold Studio, showing off features and stories.
But how to study it? Thus the necessity of this study.
People found just about all the diagrams confusing…
=========== SCRATCHPAD ===============
Why storytelling? Why stories? -> I need to introduce at least a bit about how figured worlds combine views on literacy…
Why debugging? Most writing instruction (and most critical literacies) is focused on production; here, I’m looking at moments when stories break. It’s more process-oriented. And it’s when the real connections to infrastructure come in. A focus on debugging means I’m interested in particular moments when production pauses.
Yasmin: DEbugging is not a computational practice. It’s a collection of computational practices—iteration is. -> I don’t agree. But check it out in current framings.
Show the Unfold Studio features! Show examples of stories Show prewriting in the form of story graph, so that they’re ready for the summative assessment. Show what it looks like to write a story and read a story Show what errors look like (zoom in on a case study) —> This is a chance to preview dissertation research! (Maybe I could use the puppy story? What does debugging in stories look like? -> Show diffs?
The table—is it layering in two different kinds of things? Couldn’t there be different kinds of edits that also result in successful or unsuccessful debugging? -> Response: Not really. You’re not going to break your story on a text edit…
A desire for more context—who did I work with? Equity in terms of gender, sexuality. But tons of privilege.
Come back to equity at the end. What can we say about it? How has it moved the research forward? These stories were collected in this context. What is the relevance for other contexts? -> My answer is that equitable CS is not something empowering that will be brought in from the outside. It is to be build locally.
In discussing the limitations of this study (which maybe I can do at the end), I can go to future work by provoking myself. Thus a slide previewing the dissertation, which goes to Cedar Rapids.
Return to debugging in the discussion.
What is a literacy practice? More generally, what is literacies? Yasmin: “If you want to start with literacy, you need to start at the top."
In the transition diagrams, highlight what matters; help people understand the point. Justice: Maybe start with the simple diagram.
Perhaps the conjecture mapping goes to the end?
I think my revision plan is to start with CT, the need for both assessing rigorously CT, and having a situated critical stance, then introduce the broader research agenda (including bridging learning sciences and literacies), emphasizing the connection between the CT and the critical questions, then zoom in to show how I think Unfold Studio is promising in this space. That’s where I need some background just on Unfold Studio, showing off features and stories.
But how to study it? Thus the necessity of this study.
People found just about all the diagrams confusing…